Inclusion, Education and Translanguaging : : How to Promote Social Justice in (Teacher) Education?

• Superior document: Inklusion und Bildung in Migrationsgesellschaften Series
• Author: Panagiotopoulou, Julie A.
• TeilnehmendeR: Rosen, Lisa.; Strzykala, Jenna.
• Place / Publishing House: Wiesbaden : : Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH,, 2020.; ©2020.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Series: Inklusion und Bildung in Migrationsgesellschaften Series
• Physical Description: 1 online resource (239 pages)

Table of Contents

Inklusion und Bildung in Migrationsgesellschaften -- Contents -- Introduction -- Singularity, Complexities and Contradictions: A Commentary about Translanguaging, Social Justice, and Education -- 1 Singularity, Complexities and Contradiction -- 2 Complexities: Product of the Colonial Difference -- 3 Language and the Singularity of the Colonial Difference -- 4 Language Education Policies and Pedagogical Practices in Continuum -- 5 Language Ideologies in Continuum -- 6 A Translanguaging Stance. Singularity Again -- 7 Translanguaging: From Instrument of Oppression to Instrument of Liberation -- References -- Translanguaging in Early Childhood Education -- Translanguaging and Early Childhood Education in the USA: Insights from the CUNY-NYSIEB Project -- Abstract -- 1 Introduction -- 2 A Critical Perspective on Early Childhood Education -- 3 Working in the Early Childhood Context: The CUNY-NYSIEB Project -- 4 What Did We Learn? Translanguaging and Play in the Early Childhood Classroom -- 5 Where Do We Go from Here? Implications for Educators and School Leaders -- References -- Translanguaging in Multilingual Pre-Primary Classrooms in La Réunion: Reflecting on Inclusion and Social Justice in a French Postcolonial Context -- Abstract -- 1 Introduction -- 2 Context -- 2.1 Pre-School Education in France -- 2.2 The Reproduction of Exclusion or Excluding Neighbours -- 2.3 Selective Plurilingualism in Schools in La Réunion -- 3 Translanguaging and Subaltern Studies in Creole Speaking Contexts -- 3.1 Transglossic Spaces, Colonial Difference and Othering -- 3.2 Translanguaging and Critical Discourse Analysis -- 4 Translanguaging Strategies in a Post-Colonial Context -- 4.1 Strategy n° 1: The Negotiation of the Curriculum Constraints -- 4.2 Strategy n° 2: The Mobilization of Inner Speech -- 4.3 Strategy n° 3: Funds of Knowledge and Co-Learning.

5 Promoting Inclusion and Social Justice in French Postcolonial Pre-Primary Classrooms -- 5.1 Valuing and Promoting a Social Approach to Language -- 5.2 Reappropriating the History of Human Interactions -- 5.3 A Critical Analysis of Mediation Processes: Who Says What, How and Why? -- 6 Conclusion -- References -- Translanguaging in Early Childhood Education in Luxembourg: From Practice to Pedagogy -- Abstract -- 1 Introduction -- 2 Translanguaging Pedagogies -- 3 Methodology -- 4 Findings and Discussion -- 4.1 Using Translations -- 4.2 Home Languaging -- 4.3 Using Resources Flexibly and Dynamically -- 5 Summary and Conclusions -- References -- Bilingualism Versus Translanguaging in a Swiss Day-Care Center: A Space Analysis of Language Practices and Their Janus-Faced Effects on Social Inequalities and Educational Opportunities -- Abstract -- 1 Introduction -- 2 Methodological Considerations -- 2.1 A Spatial Analysis of Using the Language Regime to Produce Difference in Day-Care -- 3 Constructions of Difference in the Local Language Regime of the Day-Care Center -- 3.1 Spatial Representations and Representation Spaces -- 3.2 Spatial Practices -- 4 Conclusions on How Early Educational Language Regimes Relate to Inequality -- References -- Translanguaging in School Education -- Translanguaging, (In)Security and Social Justice Education -- Abstract -- 1 Introduction -- 2 Everyday (In)Securitization -- 3 Translanguaging &amp -- Social Justice -- 4 The Cypriot Context -- 5 The Two Studies -- 5.1 Case Study 1: Immigrant Children Identity Negotiation in a Greek Cypriot Primary School -- 5.2 Case Study 2: "Researching the Obstacles and Limitations for Reconciliation, Multiculturalism and Social Justice" -- 6 Discussion and Implications -- References -- 'We Learn Together'-Translanguaging within a Holistic Approach towards Multilingualism in Education.

1 Introduction -- 2 Translanguaging (Functions) and the Holistic Model -- 3 Research Design -- 3.1 The Research Context and General Design -- 3.2 Data Collection: Classroom Interaction -- 3.3 Data Collection: Teacher's Attitudes, Knowledge and Skills towards Multilingualism in Education -- 4 Results -- 4.1 Interactional Functions within Translanguaging-Based Pedagogies -- 4.2 Analysis of Translanguaging Sequences for PD -- 4.2.1 Reported Skills in Translanguaging-Based Approaches -- 4.2.2 Reported Knowledge in Translanguaging-Based Approaches -- 4.2.3 Reported Attitudes in Translanguaging-Based Approaches -- 5 Discussion and Conclusion -- Language Comparison as an Inclusive Translanguaging Strategy: Analysis of a Multilingual Teaching Situation in a German Primary School Classroom -- 1 Introduction -- 2 Theoretical Framework, State of Research and Research Questions -- 2.1 Translanguaging Pedagogy -- 2.2 Language Awareness -- 2.3 Language Comparison -- 3 Research Project and Methods -- 4 Analysis: Comparing Languages in a Multilingual Primary School Classroom -- 5 Conclusions -- References -- Translanguaging from the Perspective of (Multilingual) Students, Teachers and Educators -- Reflecting Lingualities and Positionalities for a Changing Education System -- Abstract -- 1 Introduction -- 2 Method -- 3 Findings -- 3.1 Negotiating Being a "Speaker of German as a Second Language" ("DaZ-Sprecher*in") -- 3.2 Family Language Policy -- 3.3 Heritage Language Instruction ("Herkunftssprachlicher Unterricht") -- 3.4 Views on Translingual Practices -- 4 Discussion -- 5 Conclusion -- References -- German Schools Abroad: Teachers' Views on Translanguaging and Emerging Research Perspectives on Children's Language Biographies and Educational Professionalization -- Abstract -- 1 Introduction -- 2 Migration-Related Multilingualism and Pedagogical Professionalism.

2.1 The Initial Research Project -- 2.2 Multilingual Teachers' Views on "Family", "National", and "Academic" Language(s) and Everyday Multilingual Practices of Staff and Students at German Schools in the USA and Canada -- 3 Further Perspectives: Follow-up Projects -- 3.1 Between Exclusivity and Exclusion in the European South: Educational Biographies of Multilingual "Greek" Students in German Schools -- 3.2 Transnational Professionalization for Schools in the Migration Society? -- References -- 'What Shall We Sing Now, Amir?' Developing a Voice through Translanguaging Pedagogy-An Ethnographic Research and Professional Training Project in Day-Care Centers and Schools -- Abstract -- 1 Introduction -- 2 Educational Language Policy in Germany -- 3 Translanguaging as a Theoretical Framework: Promoting Social Justice in Education Contexts -- 4 Translanguaging Pedagogy in Multilingual Day-Care Centers and Schools: A Research and Professional Training Project in Cologne -- 5 Outlook -- References -- Translanguaging as a Culturally Sustaining Pedagogical Approach: Bi/Multilingual Educators' Perspectives -- Abstract -- 1 Introduction -- 2 Translanguaging -- 3 Culturally Sustaining Pedagogies (CSP) -- 4 The Research: Methodological Issues, Research Sample and Findings -- 5 Educators' Perspectives on Translanguaging -- 6 Conclusions -- References -- List of Contributors.